Learning Outcomes
Select an area from the list below:
  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
  • Outcomes for Grades 7 - 9
  • Outcomes for Grades 10 - 12
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Building Plans Building Site What's New

     

    STUDENT LEARNING OUTCOMES FOR INFORMATION LITERACY
    (from The Atlantic Canada English Language Arts Curriculum, 7 - 9)

    LEVEL: 9
    By the end of Grade 9 students will be expected to:

    Sharing and Presenting Information Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)
  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)
  • listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented (4)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)
  • adapt vocabulary, sentence structure, and rate of speech to the speaking occasion (2)
  • give and follow instructions and respond to questions and directions of increasing complexity (3)
  • evaluate their own and others' uses of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features (4)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use a range of strategies in writing and other ways of representing
    -- to extend ideas and experiences
    -- explore and reflect on their feelings, values, and attitudes
    -- consider others' perspectives
    -- describe and evaluate their learning processes and strategies
    -- reflect on their growth as language learners and language users (1)
  • make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing (3)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes (1)
  • demonstrate an awareness of context on writing and other forms of representing
    -- make appropriate choices of form, style, and content for specific audiences and purposes (2)
  • analyse and assess responses to their writing and media productions (3)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • demonstrate an awareness of what pre-writing, drafting, revising, editing, proofreading, and presentation strategies work for them with various writing and representations (1)
  • consistently use the conventions of written language in final products (2)
  • experiment with the use of technology in communicating for a range of purposes with a variety of audiences (3)
  • integrate information from several sources to construct and communicate meaning (5)

  • Return to the Sharing and Presenting Information Stage

    Building Information Literacy Return to Top